Preparing for PBIS training and implementation November, 2013 VTPBiS State Implementation Team VTPBiS Getting to Readiness Webinar

Agenda Brief Review of PBIS for fluency PBIS Readiness Checklist Data-based Decision Making PBIS School Example Supports Available Next Steps

So WHAT is School-wide PBIS? Positive Behavior Supports (PBIS) is a proactive, school-wide, data driven, systems approach to improving social and academic competence for all students.

Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 5-10% 100% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students High efficiency Rapid response Targeted Group Interventions Some students High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SupportSupportBehavioral Multi-Tiered Systems of Support +

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Interventions & Supports Evidence-based Smallest effort Biggest, durable effect

What is PBIS Readiness? Laying the foundation for School-wide PBIS

Implementation Readiness Checklist

Readiness Checklist 1. A School Action Plan exists that has school-wide discipline as one of its top three goals.

Why? To ensure that PBIS is a top priority that will not be superseded by other action planning goals. To use as rationale for spending time and resources on PBIS activities. To communicate and respond to the interests of the larger school community

Examples: “Provides a safe, caring, respectful environment free of hazing and harassment” School Climate: Establish a proactive system of behavior management emphasizing prevention and our 5 core concepts (Respect, Responsibility, Belonging, Sharing, and Trust)

Readiness Checklist 2. A PBIS Team is formed with broad representation. Community Administrator Specialized Support Student Non-Teaching Teaching Family Representation

Team Membership: Building Administrator Grade/Department Representation Specialized Support: special educator, school psychologist, school counselor, behavior specialist Support Staff office, custodial, bus, cafeteria, etc. Parent/Community Student

Why? To ensure that all perspectives are included in PBIS implementation. To ensure PBIS implementation, data review & dissemination of information throughout the school building. To provide technical assistance & support to everyone in the school.

Effective School-Based Implementation Leadership Teams Use existing teams/committees as much as possible Embed project activities into current initiatives (i.e., school improvement, safe schools, character education, etc.) Team members are representative of the school Team members are respected by the school staff

So, as a PBIS leadership team member, what will I commit to? Attend the trainings and meet at least monthly Use data and information to make decisions Develop steps for implementation of activities Provide information to staff regarding activities, results, and training opportunities Communicate progress and assess ongoing commitment

Readiness Checklist 3. Administrator actively participates and attends meetings/trainings. 4. Administrator commits to 3-5 years with ongoing training and revisions to the plan.

So, as a building administrator, what will I commit to? Attend trainings and meet with team at least monthly Identify PBIS as a priority and allocate resources Combine teams and initiatives that have same focus Protect team members and staff from competing initiatives Become knowledgeable of data systems Make PBIS visible through frequent communication with staff

Readiness Checklist 5. PBIS Team commits to monthly meetings.

8. PBIS Supervisory Union Coordinator is identified and assigned a.1 to.2 FTE responsibility. 9. PBIS School Coordinator is identified and assigned a.1 FTE responsibility. Readiness Checklist

Why have a Supervisory Union (SU)/District Coordinator? Assure resources (grant allocations) are tied to PBIS work in the schools Coordinate and support the work of schools implementing PBIS within the SU

So, as supervisory union coordinator, what will I commit to? Ensure student social behavior is a top priority Complete or coordinate school-based evaluations and assessments (SET, SAS) Provide encouragement and acknowledgement for schools’ efforts Attend School Leadership Team meetings quarterly Establish quarterly Supervisory Union level meetings Develop a dissemination strategy to establish visibility (website, newsletter, conferences, TV)

Why have a PBIS School Coordinator? Team start-up and support Help with Team sustainability and accountability Team reinforcement Public relations and communications Ensure school data collection system is in place Promote systems change process Monitor progress Enhance collaboration and participation

So, as a PBIS school coordinator, what will I commit to? Meet with team at least monthly Attend PBIS coordinator and Leadership Team Trainings Attend regional coordinator meetings Act as positive nag Help team complete tasks on time Help with team organization Organize and report data

As a Team, discuss: Who needs to be on your PBIS Universal Leadership Team? Who will be designated as your PBIS School Coordinator? Who will be designated as your PBIS SU/District Coordinator? Schedule your PBIS Leadership Team meetings between now and your Team’s Universal training. After today’s Webinar

Readiness Checklist 14. PBIS Leadership Team has provided awareness training to ALL STAFF. 15. At least 80% of all staff agree to PBIS implementation.

Characteristics of an Effective PBIS Presentation to Staff: Elements to Include: What is PBIS? Why choose PBIS? What are the elements of PBIS at the Universal Level? What does PBIS look like/sound like? What’s in it for me? What’s expected of me? Include a Vote: a. Yes, let’s move forward! b. Yes, I'm willing to give it a shot but with these reservations__________ c. No, because_________________

A vote for PBIS means… All staff commit to actively participate All staff members directly teach & encourage expected behaviors All staff increase their daily positive contacts with students Administrators increase their involvement in proactive student interactions & support Data are used for decision making Formal supports in place for non-responding students

I shouldn’t have to do anything. Kids know what they are supposed to do, why should I have to compliment them, give them rewards, or offer incentives of any sort? Staff Reluctance to PBIS Buy In

How’s that working for you?

Big ideas about acknowledgements: It’s more about changing adult behavior The goal is to provide 6:1 positive affirmations. The tangible (ticket) allows you to count how many times students are acknowledged Rewards are not dangerous There are many ways to provide acknowledgements genuinely and effectively

As a Team discuss possible staff reluctance and how you might respond. After Today’s Webinar

As a Team, plan your PBIS presentation for staff: o Who will design and deliver the presentation? o How will you ensure FULL STAFF participation in the presentation? o When will the presentation take place? o How will you know that you have 80% buy-in? Complete Action Plan for Readiness Checklist #’s 7 & 8 After Today’s Webinar

Other Readiness Checklist Items: 6.The Leadership Team has participated in an awareness presentation on PBIS 7. The school has allocated/secured funding from the SU 10. The school uses, or agrees to develop, work products, practices and procedures that can be used to make data-based decisions 11. The school has, or agrees to develop systems and processes to sustain PBIS 12. Data entry time is allocated and scheduled to ensure that data will be current to within a week at all times. 13. The school/SU will cover necessary costs or secure funds to cover costs for Leadership Team to participate in trainings.

What questions do you have?

School Example

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CCS Behavioral Expectations Charlotte Central School Behavioral Expectations Behavioral ExpectationsCLASSROOMSCAFETERIARECESSGYM/MPRHALLWAYBATHROOMBUS RESPECT YOURSELF  Do your best  Be on task  Be prepared  Eat your own food  Sit at your own seat  Play safe  Dress for weather  Play fair  Do your best  Play safe  Walk  Be on time to class  Wash your hands  Flush  Follow safety rules  Stay in your seat and assigned area  Remain seated when bus is in motion RESPECT OTHERS  Help others  Stay in own space  Share  Use quiet voices  Let others join your table  Include others  Take turns  Play fair  Share  Include others  Use inside voices  Be mindful of traffic  Respect privacy  Use inside voices  Keep hands to yourself  Keep the aisle clear  Follow the bus driver directions RESPECT PROPERTY  Clean up  Take only what you need  Return materials  Clean up table  Stay seated until turn to leave  Clean up  Use equipment properly  Clean up  Use equipment properly  Admire art on walls  Clean and organized lockers  Clean up area  Report problems  Clean up  Respect the interior and exterior of bus property

Sample Lesson Plan PURPOSE: To promote respect and ensure the safety of all people in our school To show pride in our school by taking care of it DIRECT INSTRUCTION: Review the 3 School-Wide Behavioral Expectations Ask students for examples of what “ RESPECT OTHERS ” “ RESPECT SELF ” “ RESPECT PROPERTY ” look like, sound like, and feel like in each setting. Be sure to ask students to explain their reason. ** Have students reword their “ Don ’ t ……. ” into positively stated behaviors. MODELING/ROLE PLAYS: Teacher with Teacher or Teacher with Student role play of behaviors taken from the matrix. (ex. Inviting another student to join the table or use a quieter voice) Discuss students ’ observations of the role-play. Ask “ What did you notice about … ? ” ; Encourage them to recognize positive behaviors and appropriate social skills. Choose volunteers to role-play various situations. You may want to specifically model how to properly enter the cafeteria, find a seat, stand in line for lunch, carry a tray, clean-up, etc. FOLLOW-UP REINFORCEMENT SUGGESTIONS: Have students illustrate appropriate behaviors in an area of their choice. Take photos of the students following expectations and create a class book or b. board. Have students share their work with another class. Expectation: Respect Self, Respect Others, and Respect Property Setting: Classrooms, Cafeteria, Playground, Gym/MPR, Hallway, Bathroom, Bus

Acknowledgement System

RESEARCH SHOWS THAT ONE OF THE MOST IMPORTANT FEATURES OF PBIS SUSTAINABILITY IS USING DATA TO MAKE DECISIONS (COFFEY & HORNER, 2009) PBIS and Data-based Decision Making

PBIS Schools must have: 1. High quality data 2. System for collecting and analyzing the data 3.Procedures for making decisions based on data PBIS and Data-based Decision Making

Kinds of Data Self-Assessment Survey (SAS) School-wide Evaluation (SET) Benchmarks of Quality (BoQ) Teaming matrix Office discipline reports Behavioral incidents Attendance Detention, Suspension, Expulsion Observations Surveys, focus groups Special Education referrals Special Education eligibility

PBIS Data that will need to answer these questions………. What problem behaviors are most common? – ODR per Problem Behavior Where are problem behaviors most likely? – ODR per Location When are problem behaviors most likely? – ODR per time of day Who is engaged in problem behavior? – ODR per student How often are problem behaviors occurring? – ODR per day per month

General Approach: “Big 7” 1.# referrals per day per month 1.# referrals by student 2.# referrals by location 3.# referrals by problem behaviors 4.# problem behaviors by time of day 5.# problem behaviors by grade 1.# problem behaviors by day of week

School-wide Information System Demonstration

Avg. referrals per day per month

# of referrals by student

# of referrals by location

# of referrals by problem behavior

# of referrals by time

Resources to support you:

State TAs Implementation Coaches SU/District Coordinators School Coordinators Administrator and Leadership Team School & Community Contact your State TA!

Next Steps You Are HERE! 1.Work with your team to complete readiness activities so you can answer “yes” to all statements. 1.Complete Intent to Implement Application and send/ to Anne Dubie at by Jan. 1 for March training and April 1 for June training 1.Confirm readiness with PBIS State TA person

Next Steps 4.Attend Coordinator Orientation Webinar Jan 15 or April 9. 5.Get access to First Steps to Implementation Online Module Series and complete with your team. 6.Complete PBIS Baseline Evaluations. 7.Register to attend the Universal Leadership Team training with your Team for two days in March (dates vary depending on region) or at the Summer Institute (four days) June Draft Implementation Plan: 1.Statement of purpose behavioral expectations 3.Procedures for teaching expectations 4.Procedures for rewarding expectations 5.Procedures for discouraging problem behaviors 6.Data information system